The Challenges of Technology-Enhanced Instructional System in Nigeria

The development and deployment of innovative Information and Communication Technologies (ICTs) in higher education is being given prominent attention today. This is because of its pedagogical and socio-economic forces that include; greater information access; cost effectiveness, enhancement of collaboration and cooperation; and its ability to solve numerous problems confronting education in the developed and developing countries. It is also essential as it allows learners to acquire and exploit information within every sphere of human activities. However, the integration of technology into teaching and learning is facing some problems and challenges. This case presents an overview of the integration and application of modern technologies in providing higher quality teaching/learning in the Obafemi Awolowo University, (OAU), Nigeria, how to solve the problem of providing equitable access to education and how to improve the teaching and learning of Science and Technology in Post Basic Institutions using Technology Enhanced Instruction. It also highlights the problems, challenges and the lessons learnt from such innovation using OAU Ile-Ife as a case study of Nigeria.

Effectiveness of Interactivity for Enhanced Undergraduate Learning

This study focuses on how Technology Enhanced Learning (TEL) can best be used by Brunel University students to enhance their learning. The study considers the impact that different levels of interactivity have on the memory and understanding of the students. In particular, it considers the use of interactive self-assessment questions (ISAQs) as a mechanism to help them learn from an eLearning system. One mechanism that has been employed for over four years is the use of a bespoke multimedia eLearning system available over the Web to first-year undergraduates. A common feature of many eLearning systems is the use of ISAQs to allow students to evaluate their grasp of the material with a view to revisiting it if they feel it necessary. However, ISAQs are time-consuming to develop and implement. This case study considers whether the incorporation of ISAQs has a measurable impact on learning as indicated by their performance in tests.

Generic Themes for Developing Research Skills through E-Learning

Research competencies are considered as a major part of post-graduate programs. With the introduction of new technologies in higher education, there has been particular emphasis to move to an e-learning variant of the teaching-learning process in developing research competencies. Based on the recent experiences, it seems the blended approach is more promising. In this regard, an experimental approach in designing and developing an e-course was adopted at a private e-learning university in Iran. The ecourse was organized through a design-based approach. This chapter is a case study which presents an analysis of the factors that affected designing and developing the e-course. It points to the experiences gained through building the community of inquiry and discusses lessons learned.

Bracing to Teach Online in Teacher Education

This case study documents one teacher educator’s successful adaptations of traditional pedagogies in online teaching. Specifically, using data from a graduate online course, it examines the general concern and beliefs that online teaching is an inadequate and inappropriate substitute for the traditional faceto- face instruction in a teacher education course aimed at transformative learning. Both quantitative and qualitative data revealed that online teaching evidenced successful student quality learning and adaptability of traditional pedagogies. It discusses the promises and challenges associated with designing and implementing an online teacher education course.

Project Learning, the Linked Course, and Ramifications for Global Research

In a regionally accredited urban university, high risk students enrolled in a freshman English course are simultaneously enrolled in a freshman level computer information systems class where project learning is taking place. This linkage allows faculty for both courses to design course instructional objectives which will complement what students are learning in the other linkage course as well as cover the objectives of their respective discipline’s course.

Meeting the Realities in Technology Enhanced Learning

The case discusses the challenges of introducing technology-enhanced learning in geographically dispersed learners, most of who are situated in rural areas. These are post-diploma nursing learners with minimal computer literacy. They also have limited or even no access to computers at the university because they attend part time, have full-time jobs and stay far from the university and so cannot even visit computer labs after hours. Despite these challenges, these students end up being motivated to learn computers so that they can access learning material and also use them for lifelong learning. The case also covers computer training, e-applications used, online learning, studies done, partnerships between faculty and the directorate and teaching and learning with technology. The value of simple, cheap technologies like an interactive CD-ROM in initiating students to e-learning and overcoming their bandwidth problems is emphasised, including the gains made from the project. Both staff and managerial challenges are discussed and recommendations are made.

Real Time Internet-Based English as a Foreign Language Learning

The purpose of this case was to explore the potential for using simple real time technology to connect native language speakers of English and foreign language learners of English. The intended design of the study was to explore the successes and challenges of language and cultural exchange within a real time technology-mediated class. Of particular interest was the effectiveness of connecting authentic language speakers as teachers and foreign language learners as students. The authors’ query was to evaluate how effective this methodology is in increasing the understanding of meaning and appropriate language use.

Authentic Assessment Contribution to Competence Based Education

The new adopted pedagogical model (Pereira et al., 2007) at a European distance teaching university called for the use of new assessment strategies aligned with the most recent paradigm for assessment design in online learning. This new scenario supported the introduction of new authentic assessment strategies (Gulikers, Bastiaens, & Kirschner, 2004) that allow learners to attain deeper levels of knowledge, professional development skills and thinking processes. In this case, the authors’ explored a tool (the Learning Contract) to facilitate assessment authenticity as a way to promote student learning. They explored the use of the Learning Contract to increase student’s responsibility and commitment for their own learning, while at the same time facilitating its alignment with their professional practice, and contributing to the development of their life-long learning competencies.

Training of Teachers in Virtual Scenario

The integration of Information and Communication Technology (ICT) into higher education instruction is receiving growing attention from university scholars and administrators. The Canarian Government funded the Faculty Professional Development project (FPD) to enhance the quality of formative programmes. Political and socioeconomic forces are inundating the two institutions with more strenuous demands for student competence and teaching accountability. FPD aims at developing and implementing online courses for training faculty members. Thus, understanding what makes faculty development effective is critical to understanding the success or failure of the FPD innovation. The arguments in this chapter response the following needs: (a) an explanation of the potential impact of e-development on faculty and agency staff members’ learning, and (b) electronic training for quality assurance specifications

Collaborative Knowledge Construction in Online Learning Environment

The current study is based on academic on-line course and examines the effectiveness of collaborative learning vs. individual learning. Fifty eight graduate students in the Open University participated in course entitled “From information to knowledge” collaborating in a Google Docs environment as their final task of the course. The purpose of the study was to examine whether students with a collaborative learning orientation differ from students with an individual learning orientation, as was measured through their contribution to the process of knowledge construction in a collaborative online database environment. The students’ contribution to the database was analyzed through personal and collective criteria of knowledge construction. The results showed differential achievements among learners with different learning orientations. While the ‘collaborative learners’ contributed more collective knowledge, the ‘individual learners’ focused on constructing their own personal knowledge. These findings have important implications on planning, coordinating and evaluating collaborative learning environments.